Distance Education Conference Video Presentation

2010 Mobile Learning Conference

Keynote Speaker

Dr. Tony Jones

Concept Map: Static versus Dynamic Technologies

Moving Toward Dynamic Technologies

The static and dynamic concept map is a good way to display how different learning tools can assist learning in a distance education learning environment. The static learning tools provide information from a one way prospective at times, but the dynamic learning technologies allows learners to interact in the learning process from a distance. Educators take advantage of the ability to use virtual simulations and games to engage learners. The biggest advantage of virtual worlds is “learners can practice skills and try out new ideas in a safe environment, and thus learn from their mistakes without adverse consequences” (McGreal & Elliott, 2008, p. 157). I have use virtual simulations as part of training with the military.

I continue to use different technologies as part of distance education. I have experienced using static technologies such as Web pages, podcast, and text. I am at the end of the static continuum. Although I do not have experience in all of the dynamic learning technologies, I have experience using many of the dynamic learning technologies with allow learning to be student centered. Walden University provides experience in “wikis, blog, and discussion boards” (Moller, 2008, p. 1).

References

McGreal, R., & Elliott, M. (2008). Technologies of online learning (e-learning). In T. Anderson (Ed.), The theory and practice of online learning (2nd ed., pp. 143-165). Edmonton, AB: Athabasca University Press

Moller, L. (2008). Static and dynamic technological tools. [Unpublished Paper].

Engaging Learners with New Strategies and Tools

Distance education is growing with many post secondary learning institutions. The growth of distance education has cause educators to retrain and learn how to communicate effectively with online learners. I use distance education because I am allowed to continue my education even though I have a mobile lifestyle with my employer. Distance education is not an easy accomplishment for the student or the instructor because communication is essential.

Instructors online must be able to communicate with learners from a distance with effective communication. One easy way to establish standards and objectives is with a detailed syllabus. I look at the syllabus to find references required for the course along with course requirements for each week. Durrington, Berryhill, & Swafford (2008) believe the syllabus is critical for online courses (p. 191). The syllabus tells you what to expect, but distance education has many tools available to assist in achieving the desired outcome. The wiki is a tool that allows learners to work on group projects from a distance and make changes without sending several e-mails that may cause confusion (Dewet, 2008). The blog is another collaboration tools that engages learners. The instructor can ensure learners stay engaged by setting timeframes to post discussions and respond to other students. Walden University and several other learning institutions use the technique frequently. Calberg (2007) discusses 11 advantages of using blog in education which includes “Using a blog makes education demand oriented, participant-centered”. The blog is easy to access on the internet. Collaboration and communication continues to improve with the capabilities of the iPad and iPhone for the learning environment. The iPhone 4 has Facetime capabilities which can give face-to-face collaboration at a distance. The iPad serves as a digital book reader along with note taking and internet capabilities. Both devices give a huge advantage to mobility in education. The iPhone give students and teachers the capability to access dictionaries online and teachers encourage students to download podcast (Peachey, 2010, para. 9-10). I use my iPhone to listen to the weekly learning videos from Walden University. I can look at the video during downtime or listen to the audio version while driving.

Technology is excellent and many tools exist to aid the strategies for keeping learners engaged. Instructors in an online environment can use self assessment and peer assessment as part of keeping students engaged. Instructors must ensure learners have the rubric for assignments, and students are giving respectful thoughts in the asynchronous discussion process. I like the “ask the instructor” sections that Walden uses because the concept follows the idea of using a frequently ask questions section to create a comfort learning environment for the students (Durrington, Berryhill, & Swafford, 2008, p. 191). Distance education focuses on learner centered education. Siemens (2008) speaks of learner centered education as part of a “curatorial teaching” model. Siemens also believe some learners will not care to use new technology. A good learning environment will allow reflection as part of scaffolding (Wiley, 2007, 63). Instructors that use the new strategies tools will keep learners engaged.

References

Calberg, F. (2007). 11advantage of using a blog for teaching. [Web video]. Retrieved from http://www.slideshare.net/frankcalberg/11-advantages-of-using-a-blog-for-teaching

Dewet, S. (2009, October 28). Wikis in education. [Web video]. Retrieved from http://www.youtube.com/watch?v=mdq83SWTnOM

Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190−193.

Peachey, N. (2010, September 14). English language teachers connect to mobile learning. Retrieved from http://www.guardian.co.uk/education/2010/sep/14/teachers-mobile-learning

Siemens, G. (2008, January). Learning and knowing in networks: Changing roles for educators and designers. ITForum.

Wiley, D. (2007). Online self-organizing social systems. In Luppicini, R. Online learning communities: Communities in distance education (pp. 289–291). Charlotte, NC: Information Age Publishing.

Assessing Collaborative Efforts

The education learning environment is continually changing as technological advancements are made in today’s society. Distance education has become the primary method of learning for many learners. The manner that educators assess learners is also changing. Distance education involves a large portion of collaborative learning. Various learning tools are available for learners to use for collaboration in an online environment. Some available collaboration learning tools are wikis, blogs, and chats, to include various learning management systems (LMS). A study by Judd, Kennedy& Cropper (2010) speaks about using wikis in a collaborative environment (p. 352). The study points out those tasks using the wiki should have been given more weight in the assessment process.

Participation in collaborative learning environments is essential to the success of collaboration. Professors have various ways using LMS to evaluate participation. Siemens (2008) speaks about using LMS logs to assist in assessment by reviewing the number of times a learner logs into the class and posts to a discussion. The professor must analyze the improvement a student has made during the course of instruction. All students will not enter courses at the same knowledge level. Many students are custom to working individually, but understand their contributions are essential to the team’s success. Instructor plays a key role in assuring group participation is taking place. The instructor can assign each member of the group tasks. Malburg (2009) suggests using time games to assist in assessment (para. 4).

Palloff & Pratt (2005) states, “a simple rule to remember when assessing collaborative work is that collaborative activities are best assessed collaboratively (p.44). Most students give good assessment to peers when responding to discussion posts. Students can realize by the response posting if they have missed key points in the discussion. Siemens (2008) spoke of students assess their own performance which is directly in line with the words of (Palloff & Pratt, 2007, p. 212). Traditional assessment of students will no longer work in today’s learning environment and educators must look for ways to assess students fairly. The research study prepared by WestEd & Edvance Research (2008) reminds evaluators to consider technology challenges when assessing new students in an online collaborative environment(p. 42). The students will need time to adjust to new technology in an uncomfortable and new learning environment. Instructors should serve as facilitators as they assess learners in a student centered collaborative online learning environment.

References

Judd, T., Kennedy, G., & Cropper, S. (2010). Using wikis for collaborative learning: Assessing collaboration through contribution. Australasian Journal of Educational Technology, 2010, 26(3) Retrieved from http://www.ascilite.org.au/ajet/ajet26/judd.pdf

Malburg, S. (2009, December 7). Online assessment tools for the online teacher: Group games and activities. [Web log message]. Retrieved from http://www.brighthub.com/education/online-learning/articles/27392.aspx

Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco: Jossey-Bass.

Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco: Jossey-Bass.

Siemens, G. (2008). Assessment of collaborative learning. [Vodcast]. Principles of Distance Education DVD produced by Laureate Education, Inc. Baltimore.

WestEd & Edvance Research, Inc. (2008) Evaluating online learning and challenges and strategies for success. Retrieved from http://www2.ed.gov/admins/lead/academic/evalonline/evalonline.pdf

Learning Communities

Elements of Distance Education Diffusion

Distance education is becoming the selection of choice for many learners in today’s society. Siemens (2008) speaks of distance education becoming accepted in society as another means of continue learning. Distance education gives learners the option to learn in various locations. In addition to learners benefitting from distance education, staff and faculty of learning institutions are benefitting from distance education as well. One benefit that both staff and faculty share the benefits with learners is collaborative interaction. Collaborative interaction allows schools districts to share knowledge and instructor experience between the districts and sometimes between different states (Simonson, 2008). Virtual schools are providing collaborative interaction to special needs children because instructors have a better ability in some cases to interact with the students. Virtual schools also provide the opportunity for students to take advance courses that are not offered in their school districts (Cavanaugh, 2009). The ability for the students to interact with other students in a collaborative environment has improved tremendously over the years. The ability to collaborate in a virtual environment was not at the current level 12 years ago. Faster internet connections through the use of broadband and DSL is one of the major contributions to the growth of collaborative environments. The technology is a major advancement for virtual schools since the growth of collaborative interaction from the late 90’s.

Iowa and South Dakota have paved the way with technology for collaborative interaction school system (Simonson, 2008). The districts invested in ensuring a quality collaborative system by using fiber optics to connect the collaborative system. I believe the investment will pay great dividend toward the future of distance education. Collaborative interaction is possible in today’s society by using wikis, blogs, Smartphones such as the iPhone, wireless internet, and Skype. Ferriter (2009), strongly believe wikis and blogs are good tools to use for collaboration.

References

Cavanaugh, C. (2009, August 07). Vision of the future of online K-12 education in the United States. [Video file]. Retrieved from http://www.uwex.edu/disted/conference/video_detail.cfm?vid=32190

Ferriter, B. (2009, February). Learning with blogs and wikis [Web log message]. Retrieved from http://www.ascd.org/publications/educational-leadership/feb09/vol66/num05/Learning-with-Blogs-and-Wikis.aspx

Leroy, H. (2010, August 19). Collaborative learning in social networks [Web log message]. Retrieved from http://www.hillconcepts.com/2010/08/19/collaborative-learning-in-social-networks/

Siemens, G. (2008). The future of distance education. (Vodcast). Principles of Distance Education DVD produced by Laureate Education, Inc. Baltimore.

Simonson, M. (2008). Distance education: The next generation. (Vodcast). Principles of Distance Education DVD produced by Laureate Education, Inc. Baltimore.

The Next Generation of Distance Education

I agree with the authors’ position on distance education. Distance education is growing at a rapid pace in all learning environments. Dr. Simonson defines distance education as “formal education in which the learning group (teacher, students, resources) are separated by geography and sometime by time” (Simonson, 2008). Employers must recognize what training can be conducted with distance education. The increase in technology is currently not being utilized to full capability in distance education. Instructional designers are challenged to use their knowledge and skills to evolve distance education to support current and future educational needs.

According to (Moller, Foshay, & Huett) 2008, economic cost is the driving factor for businesses using distance education (p.70). Emphasis is placed on providing a quality educational product to prevent discounting distance education. In higher education, Moller (2008) identifies universities as using distance education to promote growth in enrollment (p. 66). Instructor roles have changed to coaches and mentors, as the learning process for today and the future learners is student centered (Boettcher, 2009). Instructional designers must ensure distance education is designed with advanced educational tools other than today’s version with several “online textbooks” (Moller, Foshay, & Huett, 2008, p. 69). Quality assurance officials are closely looking at virtual schools to ensure learners are receiving a quality education (Quillen & Davis, 2010). K-12 uses two forms of distance education which are site based and non-site based (Huett, Moller, Foshay, & Coleman, 2008, p. 63). More schools are going to the virtual concepts. Florida wants every school district to have a virtual school. Simonson (2009), views technology devices such as the iPhone will allow communication with Twitter and other collaboration communities. Educators must effectively integrate this capability into future education designs.

References

Boettcher, J. (2009, August 8). Views on learners of the future. [Video file]. Retrieved from http://www.uwex.edu/disted/conference/video_detail.cfm?vid=32201

Huett, J., Moller, L., Foshay, W., & Coleman, C. (2008). The evolution of distance education: Implications for instructional design on the potential of the web. TechTrends: Linking Research & Practice to Improve Learning, 52(5), 63-67. doi:10.1007/s11528-008-0199-9.

Moller, L., Forshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web. TechTrends: Linking Research & Practice to Improve Learning, 52(3), 70-75. doi:10.1007/s11528-008-0158-5.

Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web. TechTrends: Linking Research & Practice to Improve Learning, 52(4), 66-70. doi:10.1007/s11528-008-0179-0.

Quillen, I. & Davis, M. (2010). States eye standards for virtual educators. Retrieved from http://www.edweek.org/ew/articles/2010/09/22/04edtech_certification.h30.html

Simonson, M. (2008). Distance education: The next generation. (Vodcast). Principles of Distance Education DVD produced by Laureate Education, Inc. Baltimore.

Simonson, M. (2009, August 7). The future of distance learning and the technology needed to make this future vision possible. [Video file]. Retrieved from http://www.uwex.edu/disted/conference/video_detail.cfm?vid=32203